This study examined the impact of oral presentation of a mathematics test on the performance of disabled and nondisabled students. Sixty-five learning disabled and 54 nondisabled fourth graders took two matched forms of a mathematics assessment based on National Assessment of Educational Progress (NAEP) items. Order of presentation for the accommodation and form by accommodation condition were counter balanced. Both learning disabled and nondisabled students improved their performance under the accommodated conditions, although learning disabled students had greater gains. The presence of an effect for the regular classroom students suggests the possibility that irrelevant variance in the nonaccommodated scores is overcome by the use of the accommodation for both groups of students. One appendix contains instruments used in the study and the protocol for accommodation, and the other contains additional data tables and figures. (Contains 3 tables, 4 figures, and 14 references.) (SLD)

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